【作者】 蒲蕊；

【导师】 郭文安；

【作者基本信息】 华中师范大学 ， 教育学原理， 2003， 博士

【摘要】 学校的自主性问题研究，是在时代转型背景下，当代学校实现自我完善、自我更新、自主发展的重要问题。 当代学校的生存与发展危机的主要根源在于我们没有认识到学校的自主性，没有尊重、重视并依据时代发展的新的趋势提高学校的自主性。事实上，将学校作为被动的、封闭的、孤立的执行机构来对待，将学校作为适应性、服务性、服从性的机构来控制的教育观念和教育实践已经严重地阻碍了学校的发展，消磨着学校的积极性、能动性和创造性，导致学校日益的僵化、封闭、无活力，使学校成为政治的、经济的或者规训的附庸和工具，而难以保持自己应有的独立性和尊严。更为糟糕的是，忽视甚至否定学校的自主性，已经极大地损害了学校内部的每一个人的发展。缺乏自主性的学校，不可能提供有利于在学校中生活、工作、学习的个人发展的环境和条件，更不用说提供能够培养创造精神和独立个性的学生的教育。因此，能否认识、尊重并提高学校的自主性，能否推动学校实现自主发展，不仅涉及到学校自身在当代社会的生存与发展，更关涉到在其中生活、学习、工作的每一个人的生存与发展。由此，对学校的自主性问题的关注与探索，就成为本论文研究的主线。 论文所要解决的基本问题包括四个方面：(1)学校的自主性问题是在什么样的现实背景下提出的?当代学校为什么要走向自主发展?(2)学校的自主性指什么?如何界定学校的自主性?(3)学校的自主性从哪儿来?或者说学校的自主性是如何生成的?学校的自主性与社会、个人(学校内部)之间有何关系?(4)怎样提高学校的自主性?需要进行哪些方面的改革? 为了解决这些问题，论文在对旧的思维方式进行批判性反思的基础上，提出了认识学校自主性的新的思维方式，即在关系中，以动态、联系、整体的方式来把握学校的自主性、提高学校的自主性。在这一新的思维方式的指导下，通过对“自主性”、“学校的自主性”、“学校的自主性与社会、学校的自主性与学校内部个人关系”的研究，可以发现，自主性是任何有生命性的个人、社会机构生存和发展的前提和基础，学校的自主性是学校本身所具有的内在的固有属性，是学校在同客体相互作用中所表现出来的相对独 K 飞博士学位论文 M DOCTM DISSERTATION立性、自身的活力和个性。学校自主性的生成与发展并不是与社会、与学校内部的个人无关，学校自主性的生成和发展有赖于社会提供物质、信息、技术、人员、政策以及制度等方面的支持和保障；学校自主性的生成与发展的动力和源泉是学校内部的个人的自主性。 面对新时代社会发展与人的发展的需要和挑战，面对学校教育肩负的新的任务和使命，当代学校需要走向自主发展。这意味着当代学校必须改变现有的被动的、封闭的、依附于外部力量的不自主的生存和发展方式，意味着当代学校形成自己的内在的发展需要并对自身的发展负责，意味着当代学校为了人的发展的目的、以系统的、深层次的眼光进行自我更新和改造。学校从不自主的状态走向自主发展，不仅仅是当代学校自身更好发展的需要，不仅仅是社会转型的需要，更是具有生命性、自主性的人的发展的需要。 全文除导言、结语外分为四章。论文的第一章主要通过分析、考察当代学校所处的社会背景、时代发展的趋势以及现有学校生存与发展的现实状态，提出自主发展是当代学校发展的走向这一命题。论文的第二章初步界定了学校自主性的概念，划分了学校自主性的类型，并探讨了学校自主性的构成要素。论文的第三章通过对已有的关于学校自主性与社会以及个人关系的梳理、反思与批判，提出学校的自主性与社会、学校的自主性与个人之间是一种辩证统一关系，指出这一辩证统一关系为学校自主性的生成和发展提供了理论基础和现实来源。论文的第四章依据对学校自主性的基本理论问题的认识以及提高学校自主性的教育改革实践的经验与教训的总结，指出走向自主发展的当代学校改革将是实质性的、整体性的，进而提出五个方面的改革：扩大学校自主权；建立与外部环境的自主能动关系；建立自主发展的学校理念；开展自主性的教育实践活动；形成自主的学校文化。更多还原

【Abstract】 School Autonomy is an essentially important issue for the self-improving, self-change, automatic development of contemporary schools under the present transition circumstance.The major cause of the crisis in existing and developing of contemporary school is the absence of self-awareness of the school autonomy, and lack of respect, focus on and upgrading the school autonomy with the developing trends of times. As a matter of fact, the ideas to consider schools as passive, close, isolated executives and to control schools as adoptive, serving, and obedient institutions has been severely blocking and hurdling the development of schools, and decreasing the activity and creativity of schools. This makes schools more and more isolated and inactive. Schools have been changing into instrument and affiliation of political and economical sectors and losing the independence and self-esteem. More and worse, neglect and negation of the school autonomy have been damaging the individual development of every person within schools. If a school is lack of autonomy, it can not offer the necessities for any person living, working or learning in it, even or cultivate the learners’with creativity and individual personality. Hence, that whether there is clearly awareness of school autonomy, activating the schools towards the approach of automatic development brings essential effects on not only the school development in contemporary times but also the development of every individual person living, learning and working within the schools. Thereupon, this dissertation puts emphasis on school autonomy.The searching for the solutions of four problems encloses in this dissertation: (1) With what particular background did the school autonomy come to the front stage? For what reasons ought the contemporary school to approach towards the school autonomy? (2) What is the content and reference of school autonomy? How is the concept defined? (3) From what sources do the school autonomy derive? Or How is the school autonomy sprouting? How is the school autonomy related with society and individuals (in schools)? (4) What ought to be done to upgrade the school autonomy? In which dimensions should changes be activated?To search the solutions, this dissertation puts forwards a new thinking approach for exploring the school autonomy based on the critical thinking of the old thinking approaches. The new approach is to comprehend and upgrade the school autonomy in a dynamic, relative and integrated approach within overall connections. With the guidance of this new approach, this dissertation has done the research on "autonomy, school autonomy, the relationship between school autonomy and society, the relationship between the school autonomy and the individuals within the school". With the above research, the following statements have been found. Autonomy is the existing and developing presupposition and foundation of any individuals and social institutions with life; the school autonomy is the inward originated nature of school itself and the conditional independence, self-vitality and personality of school in the interactions with various objectives. The originating and developing of school autonomy is closely related to society and the individuals within the schools. That depends on the support and facilitation of the materials, information, technology, personnel, polices and systems from the outside society and is activated and originated by the autonomy of the individual persons inside the schools.To confront the challenges the necessities of the social and individual development, to face the new tasks and missions the schools are now taking shares, the contemporary school must approach towards the autonomy development. This means that contemporary schools must shift from the present existing and developing patterns of passive, isolated and affiliated to the outside powers to the patterns of formulating the inner necessities of developing. This also means that schools must make self-reconstruction from a systematic and profound view f更多还原